Shamini Dias, Ph.D.
At age 9, I decided I was going to teach. Decades later I still find it a most rewarding, intriguing, perplexing, and joyful thing to do. I've had the opportunity to teach in multiple contexts working with people ages 4 through adult, in K-12, tertiary, and corporate contexts; with museums and libraries, and in formal and informal settings. Teaching in diverse settings has deepened my conviction that excellent teaching is excellent leadership. Educators can do far more than just teach content; we lead minds to nurture life-long learners who engage ethically with the world. Teaching, done well, is a rich and fulfilling experience for both teacher and student.
My work as a teacher-scholar focuses on integrating ideas from complexity science to explore imagination as a creative, adaptive capacity that is increasingly important for flourishing in constantly changing, diverse, and inter-connected contexts that define our world today, and especially in developing inclusive identities as teachers who strive for educational equity for all learners.
I hope in engaging with the PFF program, you will become a true teacher-scholar seeking excellence holistically in both areas. Whether you are working toward a career in academia, in corporate, non-profit, or entrepreneurial settings, understanding how people learn and what engages others helps you become a leader of minds.
Cody Packard is in his 7th year in the Social Psychology program in DBOS. He taught introductory psychology and research methods courses at Loyola Marymount University for 1.5 years, and had been a TA for grant writing, statistics and methods courses, and theory-heavy core courses in social psychology. His research interests currently focus on (a) how morals influence behavior, (b) psychological reactance (how people respond to threats to their freedom or independence; think: "How well did Prohibition work in the 1920s – did people stop drinking?"), and (c) how attitudes toward the environment influence pro-environmental behavior.
Elizabeth Craigg-Walker came to Claremont Graduate University with a diverse background, as she has completed both undergraduate and graduate work in the following fields: english and public administration. While attending Claremont Graduate University, she received a certificate in Women's Studies and master's degrees in Educational Studies and Political Science. She is currently completing her doctorate in Educational Studies. She has worked in academia for 11 years as a college instructor in face-to-face settings and in online learning communities within the fields of English, public administration, political science, developmental reading, developmental writing, critical thinking, academic strategies, and communication. In addition, she has worked in learning resource centers, research labs, and advancement. She has worked for private and public colleges in 2-year and 4-year settings, as well as in Christian and secular environments. Her wealth of knowledge allows her to be a great asset to understanding how to help guide future college instructors.
Tomasz Stanek is an adjunct professor of history at Chaffey College; he also is an adjunct professor of history at Victor Valley College, Antelope Valley College, Barstow College and a lecturer at the University of California, Riverside (Osher Institute). He was born and raised near Krakow, Poland. He received his doctorate from California State University, San Bernardino in Education Studies (Ed.D. in 2012, dissertation: Applications of the 2003 well-educated mind concept by Susan Bauer in the southern California history classrooms), his master's in liberal arts from Harvard University in History (2009, thesis: Vietnamese diaspora and the newest Asian migrations to Poland in the early 1990s), the master's degree in business, MBA, from Augusta University (1999), and his bachelor's degree from Augusta University in History (1997). Tomasz is currently pursuing his Ph.D. in History at Claremont Graduate University. He is the past recipient of Ben Da Costa award from Hartsfield International Airport, and John Flaherty award while a graduate student in AU's MBA program. He is actively involved in the Claremont Graduate University and CSUSB's study abroad programs, Inland Empire Social Sciences and History Council, California State University's School of Education dissertation advising. Since December of 2014, Tomasz is also an editor/reader at Wisdom in Education Journal at California State University, San Bernardino, where he published some of his research. Tomasz's current dissertation interests at Claremont Graduate University include modern philosophy, modernity, the trauma of 20th-century genocides, and perception of the ethnic cleansing and other war crimes, especially in the post-World War II Poland, and Central Europe. He has delivered several professional and conference presentations as well as workshops--nationally and internationally (e.g. Poland, China, and Cuba). Tomasz is also a dedicated teacher and has strong interests in enhancing faculty development. Tomasz is fluent in Russian, Polish, and English and his historical expertise focuses on the topics of the comprehensive historical legacies of major events in human history, migrations and diaspora, and educational and pedagogical issues.
Sarah Culbertson is a doctoral student in the Positive Developmental Psychology program in the Division of Behavioral & Organizational Sciences, continuing from the master's in Positive Developmental Psychology & Evaluation program. She has teaching experience in introductory psychology and psychological assessments at 4-year and 2-year institutions, as well as teaching assistant experience for research methods and developmental courses. She is also passionate about research and improv, and how participation in these activities influence teachers and their impact in the classroom.